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REVISION OF HUNGARIAN VERSIONS OF THE ALTERNATIVE USES AND CIRCLES CREATIVITY TESTS IN CASES OF ELEMENTARY AND SECONDARY SCHOOLS STUDENTS
41-47Views:961Although time plays a role as a latent or explicit factor in all creative processes, a direct examination of the role of time occurs less frequently in creativity research (Mező K., 2017; Mainemelis, 2002; Runco, 1999). This study focuses on the revision of Hungarian versions of creativity tests because the last standardization of these tests had been for more than 30 years. The applied tests were the Alternative Uses Test (as verbal creativity test), the Circles Test (as a figural test), and the Raven nonverbal intelligence test (as a complementary means of study). The sample of this study was 1363 elementary and secondary school students, whose 35331 responses were recorded and analyzed. According to the results, the differences in scores of the old and new (revised) evaluation tables of all tests and age groups are significant (p ≤ 0,05). From the viewpoint of the revised scores, there is a significant difference with respect to fluency, originality, and flexibility in both tests and all age groups. However, the differences in scores of other indicators (average originality, relative flexibility, and revised average originality) are not significant.
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THE SHAPING OF PSYCHOMETRIC CREATIVITY AMONGST SECONDAY GRAMMAR SCHOOL STUDENTS IN A FOUR YEAR LONGITUDINAL STUDY
41-53Views:109In this study, we analyze the test-retest reliability of psychometric creativity tests and their connection with intelligence. Sample: n =107 (males: 66; females: 41) secondary grammar school students. Method: in the year 2011 we applied the verbal Unusual Uses and the figural Circles creativity tests, and (as an additional test) the APM intelligence test, and we repeated these examinations in 2014. Results: there are moderate correlations between pre-and posttests (after four years) in the cases of creativity tests (rs = 0,30-0,51) and intelligence test (r = 0,53), too. The students with higher pre-test scores will probably have higher score differences between pre- and post-test than the students with lower pre-test scores (rs = 0,28-0,57).
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CREATIVE TEACHING OF ASTRONOMY IN PRESCHOOL AND PRIMARY EDUCATION
53-68Views:100The article presents a study of the relevance of the application of creative methods of teaching astronomy in preschool and primary education in Uzbekistan, especially in the context of the modern development of science and technology. During the study, methods for creative teaching of astronomy were developed and described, aimed at shaping children’s ideas about the modern scientific astronomical picture of the world. The article analyzes the results of pedagogical experiments, which proved that creative teaching of astronomy significantly increases children’s interest in science and contributes to the development of their creative thinking and potential. The main principles of creative teaching of astronomy in preschool and primary education are games, experiments, communication, creativity, and the use of various visualization tools. These methods and principles help children to better understand the theory and scientific facts and enable them to participate in activities. Thus, this article can become the basis for the development of new methods and approaches to teaching astronomy in preschool and primary education, as well as for improving the effectiveness of existing methods.
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MANIFESTATION OF AGGRESSION IN THE CREATIVITY TESTS
43-55Views:365Although the research of interaction of aggression and creativity dates back to the beginning of the early 1900, the possibility of creativity tests to use to examine aggression is novel. In the present study (as a pre-study of long-term research which aimed to create and validate an aggression index) we focus on frequency and correlations of aggressive responses which manifest in creativity tests. Methods. We analyze the differences and correlations of a number of aggressive responses which were given to stimuli the Unusual Uses and the Circle test (verbal and nonverbal creativity tests; N = 356 people). According to our results, the numbers of aggressive responses to the different stimuli of creativity tests: a) are significantly different (p<0,001), b) do not correlate with each other widely (max r=0,414), c) depend on sample-variables of gender and age. In the case of creativity tests, we think it is possible to elaborate on a special aggression index, but during this work, we have to consider the results of this study.
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The Vampire as the Mythological Creature in the Cinematography of South Slavic Countries: Vampire in Films “Leptirica” and “Holy Place” - Folkloric Juxtaposition
83-96Views:59Mythological creatures have enchanted and intrigued human beings for ages, and humans unconsciously stimulated their fears and insecurities. People have created a vampire-paranormal obsession that is reflected in everything that human creativity has touched, especially in film adaptations. In this article, readers will see the representation of the mythological creature Vampire on the Serbian film screen. The article dissects two selected films, “She-Butterfly” and “The Holy Place” from the vampire-induced horrors of the South Slavic cinematography. They will representatively be the focus of the study. These examples will reveal how the film of that time conjured up the horror, fear, and general aura of the mythological creature Vampire that has haunted the human race for centuries. In contrast to film representations, the author places a vampire from folklore as a pillar for comparison or a test sample to analyze the similarities, differences, and credibility of the representations in the film. Regarding the supportive material, we will extensively rely on the "Serbian Mythological Dictionary" as it provides a solid collection of various folk explanations and descriptions, which we will use for comparison. The methodological approach includes a description of the film plot with important elements, the analysis of the mentioned elements of interest within separate important parts of the plot, and a comparison with a folklore vampire within the analysis.
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CONCURRENT VALIDITY OF MEASURING AND ESTIMATING METHODS OF THE ORIGINALITY
27-38Views:195In this study, we focus on the methodological problems of measurement and estimation of originality. In the first part, we introduce some score systems which are applied by creativity tests, and we highlight the possibilities and the dangerous sides of estimation scales of originality. The second part of this study shows a concurrent validity examination (n=127). Applied tests and variables are originality indexes of the Tóth’s Estimation Scale of Creativity (TKBS) and the Unusual uses and the Circles tests. Results: about r = 0,2 significant (p≤0,05) correlations were among the originality scores – it is not enough from the aspect of concurrent validation.
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SUMMARY ABOUT THE "CREATIVITY – THEORY AND PRACTICE"CONFERENCE
119-121Views:114The ’Creativity - Theory and Practice (2022)’ International Interdisciplinary Online Conference was realized on December 9, 2022. At this conference, 95 presentations of 126 participants from 5 countries were published in 8 sections.
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THE ISSUES OF TEACHING FOREIGN LANGUAGES TO LEARNERS WITH A SPECIFIC LEARNING DISABILITY
31-52Views:361To make language teaching effective, it is important to consider the forms of language teaching, especially when we talk about learners with a specific learning disability. Our theoretical paper tries to review the literature of language teaching and dyslexia. The goal of our paper is to briefly present the definitions of dyslexia as well as to describe its signs and symptoms. This paper deals with the issues of language acquisition and language teaching, focusing on the difficulties which emerge when learning English. A dyslexic learner usually has difficulties in reading and writing in his L1, their reading is slower and they have problems with reading comprehension too. Besides the possible difficulties, we also discuss the strengths of dyslexic learners as their most important compensating skills are global/holistic thinking, visualisation, creativity, and problem-solving. Our paper also deals with the regulations governing language teaching in schools and the issues of choosing the language to learn at school. In higher education and in the world of work, speaking foreign languages and having language certificates are advantages, consequently, it is necessary to have appropriate course material. Language learners with dyslexia also have to take a school-leaving exam /GCSE in a foreign language, which is why our paper also deals with the output of language teaching in schools as well as the possibilities for dyslexic candidates offered by some Hungarian language exams (ORIGO, BME, DExam, ECL) The paper also mentions the issues of course material and language course books, as well as addressing the question of inclusive teaching for dyslexic learners. We also discuss the competencies required by a Special Educator as a language teacher, as he/she can help students, not only in learning English but also in the integration process.
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Theory of the Diversity of Alternative Music Pedagogy Methods
67-75Views:15Our music education is based on the concept of Zoltán Kodály and the methodological guidance of Katalin Forrai in early childhood, which is an indispensable foundation and support for Hungarian music education. The method uses fundamental values to develop children's musical skills and abilities. At about the same time, music teachers throughout Europe were engaged in reforming the structure and methodological tools of music teaching. Among these music teachers, I would like to highlight the pedagogy of Dalcrose, Orff, Willems and Freinet, who successfully applied early childhood music education and the development of children with special educational needs in their programmes. Based on their pedagogy and methods, they agreed on the following principles: musical education should start as early as possible, continuous musical activity (singing, rhythm, listening, movement, improvisation, instrument, listening) should be given priority, and in addition to age-specific characteristics, adequate emphasis should be given to individual talents, since the uneven development of psychic abilities can lead to differences in levels within a single age group over several years. Music can develop empathy and social skills. Through rhythms and harmonies, the development of large and fine movements can be achieved. It is beneficial for thinking, creativity, self-expression and the development of the sense of self. Music improves well-being, concentration and actively helps to develop attention. It leads to openness and flexibility. It also has a powerful effect on speech, imagination and improvisation skills. That is why we can use music for healing and developmental purposes. There is a long line of research that proves that the earlier in life you start to develop, develop or correct your personality through music, the earlier you should start.